How a Behavioral Intervention Might Impede Progress in Autism

11 Dec

This is part of a presentation I gave at theInterdisciplinary Counsel for Development and Learning, ICDL’s, International Conference in San Francisco this year. In it I explain why punishing, or prompting or working behaviorally in general, sets back the development of the person on the receiving end of the intervention. I explain in detail a graph I use to teach therapists and families why they should not mix an applied behavioral intervention with a DIRFloortime® intervention.

2 Responses to “How a Behavioral Intervention Might Impede Progress in Autism”

  1. Affect Autism December 11, 2019 at 12:58 pm #

    Awesome! Check out my podcast with Dr. Tippy about this topic and more at http://affectautism.com/2019/12/09/growth/

    On Wed, Dec 11, 2019 at 12:06 PM Dr. Gil Tippy’s Child Development Blog wrote:

    > Gil Tippy posted: “https://youtu.be/CBNDdplOjkc This is part of a > presentation I gave at theInterdisciplinary Counsel for Development and > Learning, ICDL’s, International Conference in San Francisco this year. In > it I explain why punishing, or prompting or working behaviora” >

  2. Neil Samuels December 11, 2019 at 7:16 pm #

    Well as a developmental therapist who has been working in the field for the last two decades you are not at odds with me! The message that is communicated to children at a neurophsyiological,level, that is from a polyvagal perspective, is that, “When you insist upon continuing my ABA side by side with DIR/Floortime I have to go continually back to placing my autonomic nervous system (even though it might not seem so on the outside to you, as ‘I am being compliant’ in perfect Edvard Munch fashion to screaming on the inside). In other words, I have to neuroceptively place myself in a state of extreme defense and hyperarousal (i.e., fight, flight or freeze) as you are implicitly and explicitly compelling me to provide ‘responses’ or the act of ‘responding’ from declarative recall (i.e., relentless memorized facts on reflexive cue) lest I be reprimanded for ‘non-compliance.'”

    The above is in direct contrast to continue using evidenced based driven DIR/Floortime and developmental affect neuroscience (upon which it is based) for, “Helping me cultivate my implicit-procedural memory and spontaneous social affective reciprocal engagement (i.e., emotional intelligence) for reading, registering, processing and spontaneously engaging (e.g., visually-facially-audiitorily-prosodically, tactile-gesturally) and thus neuroceptively helping me integrate my autonomic functioning, subcortical foundations (e.g., hippocampus, amygdala and anterior cingulate and HPA axis) with my executive functioning, which, in turn, creates the authentic (integrative) foundations for my optimal arousal and progressively higher levels of affective (emotional-cognitive) intelligence and social-pragmatic language/communication with you and others!”

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